Sue Rogers

Teaching Principal for approximately 50 students, 9 staff,  Board of Trustee's, community and educational colleagues at Hedgehope School.

My role is complexed, demands passion, enthusiasm, determination, high moral values, authenticity, sense of humour, openness, connection and eagerness to model a community wide participating and contributing attitude at all times. Every day is unique, challenging and so rewarding. I liken U2 Principalship to a daily circus performance, to expect the unexpected, plan for organised fun to achieve a happy, focused crowd, but be prepared to juggle with your feet if necessary!

As Principal/Tumuaki of Hedgehope School for the past 8 Years, I have developed a clear vision for leadership of and with staff, deepened curriculum and teaching knowledge and skills,  developed quality long and short term planning for effective teaching across the curriculum,  developed strong team focus & whanau culture, modernised teaching and learning spaces, managed sustainable roll growth and community support, developed Southland wide relationships to create community, developed strong truly valued and authentic relationships with local Runanga,  developed a rich and authentic local curriculum full of student and community voice, created a financially sound school, developed a united team of learners as a whole.

I am open minded, approachable, visible, flexible, organised for detail & productivity, adaptable, financially wise,  a forever professional learner, property wise. 

I create a high trust school culture,  go above and beyond for community and promotion of our school.  All of which I achieve around daily teaching, learning and management. I am hands on and part of the team, where every one is valued and respected equally.

I over see a trusted team with vision at Hedgehope School, so that we all actively collaborate to offer community centred Learning for Life for every student across the curriculum. As a team we support all families within our transient dairy environment as a high priority, while also providing authentic opportunity for all to access and appreciate the natural environment and our strong community. We are a Green Gold Enviro School,  and a Local Curriculum and Enviro Network Leading School. Also a Tier 2 PB4L  School with strong daily relationships with Hōkonui Runanga, Environmental and business groups, stakeholders and 

During my Principalship with Hedgehope School I have led the team with a determined vision:

• Created a whanau culture where everyone is valued and cared for, Hedgehope School is now the centre of our community
• Created a trusted & well respected learning whānau
• Increased and stabilised the roll - now U2 (grown from 23 to 53)
• Modernised the teaching and learning approach to provide engaging, relevant, authentic and challenging learning for every student to meet and exceed Curriculum expectations
• Collaborated with teaching team to agree best fit for Structured Literacy and Maths - creating our own scope and sequence, while being engaged in Professional Development
• Developed deep pedagogy and practice to embed community and environmental education through our Local Curriculum
• Developed Inquiry learning (L4L) that truly values student voice and interests
• Embed Enviro Schools concepts into longterm environmental projects and leadership through advocacy and suppression tasks.
• Advancemenced from Bronze, Silver, to a Green Gold Enviroschools - Murihiku link
• Won Environment Southland's Community Award for Education 2023 
• Won NZPCF Plant Conservation Schools 2024
• Encouraged our students present widely to advocacy and suppression forms - including NEX Conference 2024
• Embed strong, supportive relationships with Hōkonui Runanga, NGO's, Councils, Environmental Groups & local businesses
• United to develop a thriving BOT with relevant training
• Encouraged a fully and actively supporting PTA to engage for school wide success with community minded fund raising
• Develop staff pedagogy to support all learners needs and wants for success.
•  Developed a united and stable team that I have led through some challenging times
• Lead staff pedagogical collaboration to support all learners and curriculum changes
• Sourced continuous and creative funding for authentic learning in partnerships
• Created authentic and challenging outlets to share philosophy, learning and student projects
• Lead The BOT and community through building modernisation to create a fully engaging, authentic and rich learning environment
• Carefully budgeted and managed so that we now have savings for future property, rainy day and future focus 
• Fully renovated the school house 
• Ensured that Policies and procedures are current and transparent
• Encouraged and provided opportunities for the community to become more and more passionate about our learning and culture at Hedgehope School
• Encouraged belief & boundless 'bonkers ideas' to be celebrated throughout the team

I am proud to be leading a culture of learning for life that is rich with local community , culture and local environment for authentic academic achievement

Our moto is: Anything is possible with a big dream and effort!

Hedgehope Community REACH for Greatness in everything they do.

Recent Professional Development 2023/24

• Advanced Leadership for Women - CORE
• Regional Liasion Officer Southland for NZRASLA
• Executive Member Southland Primary Principals Association SPPA
• Te Ahu Reo Maori Level 1 to 4
• Blake Inspire Environmental Leadership 2022
• Thriving team - Inside Edge, Corene Walker
• Curiosity student agency and efficacy - You Plan It , Tala Vos Palsey 2021
• Hedgehope School Environment Southland Nomination 2021
• Environment Southland Community Award for Education 2023 Winner
• Nex Presentation 2024 - Open link
• Documentary 2024 The History of Migration around Hedgehope - open this link

Year 7 & 8 Community Leader with 104 students and 7 staff. I was responsible for developing collaborative practice to plan, facilitate and assess high quality learning opportunities.  The seven member Teaching team delivered specialist programmes in the morning for Mathematics, English, Language, PE and Tech with home rooms during the afternoon for Inquiry Learning.  I planned and facilitated weekly meetings, support and review planning, liaised with community and collated data.  Google for education and Hapara are tools promoted throughout the team and school.

Pastoral care, data analysis, Senior Leadership duties to support the Principal and Longitudinal tracking were key aspects of the management units aligned to this role.

 I was also Staff Trustee on BOT, I reported to the staff with a general summary of each meeting.

2016 National Aspiring Principals Program 

Throughout 2016 I collaborated with a wide selection of peers across the country to research, question, develop and refine my leadership skills, knowledge, practice and understanding. Learning was on line with regular coaching, skype sessions, hui and local group meetings. 2016 was an incredible year of learning. I can safely say that I was in the 'Learning Pit'!  with my first high decile U6 School. I developed strength, resilience, empathy , vision, strategic direction, strategic interaction and relationship skills, reflective practice and determination. 

My learning summary: relationships and engagement are the key to learning success. Knowing each and every learner and whānau personally is my driving force.

The learning was self driven through five main areas:

• Developing Self 
• Leading Learning 
• Leading Transformative Change
• Future-focused Schooling 
• Understanding the Role of the Principal

Senior Primary Leader responsible for inspiring the primary team. I ensured that as a team we planned, facilitated and assessed high quality learning opportunities. I amalgamated the primary classes into an Innovative Learning Environment. The ILE team operated in a dynamic space centred around the secondary library block. Learning was through an integrated inquiry, growth mindset and learning pit model to engage and excite Years 0 to 6. The learning was content into context to create life-long confident and participating 21st century learners. The team consisted of 49 learners and 3 facilitators with high expectations. 

I was also the school wide lead teacher for Kapa Haka, transition to school and rich maths. As part of the SLT, I supported Principal roles and responsibilities throughout the school. I was the school facilitator of SENCO, National Standards and ALIM.  I Mentored two Provisionally Registered Teachers. I collaborated with and supported the Secondary Team of Year 7,8, 9,10 to integrate the curriculum towards inquiry learning.  I was passionate about ongoing development of ICT use for learning and sharing. I strongly advocated and encouraged whanau involvement as a partnership.

During 2014 I was responsible for Years 0 to 3 as a stand alone class with management units including school wide Kapa Haka and lead teacher of maths. I also mentored two Provisionally Registered Teachers.

Lead Teacher with management units for ICT, Inquiry and Kapa Haka. I planned, facilitated and assessed inquiry learning through content into context across the curriculum for Years 2 to 5. I supported the senior class inquiry learning. I was mentor for two successful Provisionally Registered Teachers. Organised whole school Kapa Haka performances and competitions. Worked closely to develop whanau relationships across the community. I co-created, maintained and trained the staff with blog sites and eportfolio.

I was part of a highly innovative, caring, passionate and dynamic team that grew the school from 32 to 80 plus by the end of 2013.  The community were highly engaged in L4L (Learning for Life) with regular learning celebrations and community event. 

Provisionally Registered Teacher with a class of 24 students Years 6 to 8. I planned, facilitated and assessed full curriculum with high expectations and results. Planned Technology for Year 6 students as part of weekly timetable.

Teacher Aide within various classrooms for disabled and behavioural students while studying for Graduate Diploma Primary Qualification.

Care worker for a gentleman needing support to live alone, day shifts as required. Weekly 24 hour shift to support a group of ladies with varying needs to participate in their community. Part time position whilst studying for Graduate Diploma Primary Qualification.

Head Tour and Educational Guide with Dolphin Encounter and Albatross Encounter, Kaikoura. I trained and managed the team of guides to deliver consistent quality tours. Supporting tourists to learn about and share the environment respectfully with marine life. I also hosted educational programmes for schools and colleges. Out of season I completed environmental audits on the business and tracking data on the Dusky Dolphins. I along with the team collaborated with many research groups studying marine mammals.

Educational and community events organiser for North Somerset District Council (UK). My duties included sourcing funding to plan and implement Forest School sessions for underprivileged children, youth centers, schools and behavioural centers as per the National Curriculum. I worked throughout the district in formal parks, rural areas and woodlands to engage the community.

University of Canterbury

Environmental Quality and Resource Management BSc at University of West of England. Undertook research with Dolphin Encounter Kaikoura, and later fixed term position with North Somerset Council as a Ranger. Completed BSc through Open University part time while working as a Ranger.